1. An Important Element of Marzano’s Domain 1: Addressing Content Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

2. Participants will understand characteristics of grouping strategies as they relate to the Teacher Observation/Evaluation Rubric. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

3.  The purpose of grouping students for learning as defined by research is to provide students opportunities to practice new skills and deepen their understanding of new information.  The most effective way to initiate group learning is with a problem, question, or puzzle that needs to be solved.  Consideration should be given to:  Areas for Small Group Instruction (room arrangement)  Adequate Time for Completion of Activities Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

4.  Effectively grouping students for learning is a very deliberate, organized, and planned activity that provides an opportunity for students to practice and deepen knowledge.  Without this processing, students may initially understand the content but may lose the skill over time. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

5.  Planned or structured activities that provide opportunities for students to reflect and apply content (content should always be part of the group activity).  Organized practice or exploratory opportunities to deepen or expand knowledge.  Reflective opportunities to apply to real world events for students to experiment with new knowledge and solve problems.  Engagement of students to achieve a higher level of fluency in the new knowledge and make predictions related to their work. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

6.  Unorganized, undefined groups of students with no identified purpose for the activity.  Delivery of content (unless the activity leads to further expansion of the learning).  Unrehearsed activities.  Unrelated to content being learned. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

7.  Students demonstrate appropriate behavior.  Students demonstrate grouping tasks and routines.  Students demonstrate understanding of grouping expectations.  Students can relate what they are doing and why they are doing it. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

8.  Informal—activities that last a few minutes (e.g., turn to your partner and…)  Formal—activities designed to last for several days or weeks (e.g., projects, writing processes)  Base—long-term activities that usually last a semester or year. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

9.  There is no set way to group students for learning as long as there is a deliberate purpose to the grouping.  Students should be grouped in a manner that most efficiently accomplishes the outcome of the activity. Heterogeneously Homogeneously Randomly Ability Grouping (e.g., reading level, achievement level) Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

10.  Provide and practice routines for grouping with your students (includes behavior).  Start small as you implement small groups into your instruction.  Establish and model areas for small group instruction.  Relate content to all group activities.  Ensure that students know how the activity relates to content learned. Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff

11. Good Luck! Robert Marzano, The Art and Science of Teaching, 2007 Martha Gough, PHS Reading Coach Professional Development Center Staff